Running head: LESSON PLANS TO TEACH DECODING
Lesson plans to teach decoding
Martin Hahm
Grand Canyon University
Adolescent Literacy
SED535N
Alicia Leach
August 03, 2010
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LESSON PLANS TO TEACH DECODING
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Lesson plans to teach decoding
A recent article asks about the origin of the word, kaizen. This Japanese word has two
elements called morphemes, kai and zen, which mean good and change respectively. The term,
morpheme, has a Greek root, morph, which means form. A morpheme refers to the smallest
unit in a language which has meaning by itself, whereas an allopheme are groups of different
morphemes, but keeping the same morph or root meaning. The morph, allo, here means other
referring to other morphemes with the same morph. It could, however, also be considered a
phoneme. Parts of a word that may not stand on their own are called phonemes meaning
sounds and, when attached to a root word are called affixes, which include prefixes, suffixes or
another part attached to the word, or morpheme. So begins this lesson on teaching lessons
about decoding and how instruction in language is changing? The answer to the question in the
Japanese word, kaizen according to the article using this term. It is good and changing data
being used to provide new and changing-for-the-better instruction (Smith, Fien, Basaraba, &
Travers, 2009, p. 16-17, 21). This brief essay considers two research-based strategies to decode
words, using knowledge of phonics, syllabication, along with the etymology of morphemes and
phonemes to analyze, evaluate discuss what may work best.
The needs of each area may vary, so strategies to achieve appreciable progress in
literacy goals may vary as well. A collaboration of five states, Alabama, Florida, Kentucky, Rhode
Island and New Jersey addressed five strategies with some variation for their respective states.
These strategies 1) made adolescent literacy a priority for all people with a stake in the results,
2) set high standards and goals, 3) made the resources line up with their goals, 4) built up the
educators capacity to serve as coaches and specialists with varying development according to
states’ needs, and 5) measured results for accountability and future decisions, “yet none was
LESSON PLANS TO TEACH DECODING
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satisfied with the assessments available. …, the interviewees described a need for greater
oversight capacity” (Bates, Breslow, & Hupert, 2009, p. 6).
This educator has discovered through the years that use of phonics is a major step
forward in all levels of literacy, perhaps, primarily since this was personally lacking during the
time he was in the elementary public schools. There was no Kindergarten either. Having
capable and caring parents assured, however, a strong foundation, and success in school is
attributed to a sixth through eighth grade teacher who taught diagramming as well as
encouraging reading out loud. This seems to have scientifically supported research to
substantiate the importance of encouraging fluency to increase comprehension. “Although a
correlation between fluency and comprehension does not prove causation—that fluency or lack
of fluency leads to improved or deficient comprehension—the findings do suggest that this is a
possibility (Razinski et al., 2005, p. 25). This conclusion is substantiated further by the Texas
Educational Agency which encourages repeated reading with a variety of activities such as
student-adult , tape-assisted , partner, taped and theater reading with this observation:“Fluency develops as a result of many opportunities to practice reading with a high degree of
success” (AdLit.org: Adolescent Literacy , 2002)
Another strategy is preparing students for reading a particular book. One would
determine what may be of special interest for them and let them read for the adventure of
discovering these interests ad a precious treasure. This is one of a multitude of strategies
teachers can use. Kylene Beers recommended this technique commenting: “the more we
frontload student’s’ knowledge of as text, and help them become involved in c constructing
meaning prior to reading, the more engaged they are likely to be as they read the text (Beers,
2003, p. 101).
LESSON PLANS TO TEACH DECODING
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According to a workshop which took up this entire day at Theodore Roosevelt School
(TRS), Ft. Apache, AZ, SRA Corrective Reading promises success for students failing literacy for
their grade levels, middle school youth scoring at a second and third grade reading level. The
details of the most recent series, which TRS is using, tell how it is “designed to provide
differentiated instruction that is appropriate for each learner (Engelmann, Hanner, & Johnson,
2008, p. 9). The overall strategy is a teacher-directed program. Along with a variety of
individual strategies used this is one preferred by this essayist and from which positive results
are both expected as well as being worked for. The other strategy, which works well in science,
is use of Greek and Latin roots, as well as comparing with other roots and using etymology in
general. Most all of the variety of strategies has merit and to determine which is preferred
above these two just mentioned will require experience. In the meantime the major steps to
help our kids read, toward greater adolescent literacy, is good with positive changes, as our
Japanese term reminds, kaizen.
LESSON PLANS TO TEACH DECODING
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References
AdLit.org: Adolescent Literacy. (2002). http://www.adlit.org/article/3416
Bates, L., Breslow, N., & Hupert, N. (2009, April). Five states’ efforts to improve adolescent
literacy (US Department of Education R E L No. 0 67). Retrieved from Regional
Educational Laboratory NE Islands:
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=tr
ue&db=eric&AN=ED504787&site=ehost-live&scope=site
Beers, K. (2003). When kids can’t read. Portsmouth, NH: Heinemann.
Engelmann, S., Hanner, S., & Johnson, G. (2008). SRA Corrective Reading - Series Guide.
Columbus, OH: SRA/McGraw Hill.
Razinski, T. V., Padak, . D., McKeon, K. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005,
September). Is reading fluency a key for successful high school reading?. J O U R N A L O
F A D O L E S C E N T & A D U L T L I T E R A C Y, 49, 22–27 . Retrieved from
http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=1&hid=105&sid=8ff1
b951-f309-4294-9ba0012213de0ab5%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl
#db=aph&AN=18347307
Smith, J. M., Fien, H., Basaraba, D., & Travers, P. (2009, May/June). Planning, evaluating, and
improving tiers of support in beginning reading. TEACHING Exceptional Children, 41, 1622.
LESSON PLAN Using Greek and Latin roots in vocabulary (See Day Four)
LESSON PLANS TO TEACH DECODING
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Lessons for a 6—7 day delivery with remediating diagnostic and summative assessments within
formative assessments to be inserted in the appropriate areas as teacher, T.A., and student
self-assessing continue within lesson sequence on Lesson Plan. Vocabulary and concepts
require continual reinforcement and review.
See below for vocabulary—Day 4 for Greek and Latin roots.
Strategies include use of other practices in other three lesson plans, using affixes, as explained
according to Greek and Latin etymology, phonics, modeling pronunciation, and syllabication, as
each term is dissected/broken into parts for understanding and put together again for
practicing fluency.
Other strategies in this lesson will be reading out loud sections of a textbook where these terms
are used, in unison as a class (choral), then as individuals with pairs/partners observing fluency
w SRA rules, and individually as a TV personality sharing information to explain pictures in text
which would be part of a TV series on this area of the science world. Repetition would also be
used for the purpose of reaching an acceptable level of fluency according to Language
acquisition standards. This is lesson planned for next 7 days. See Day four for Greek Latin
roots, even though other criteria for the other LPs are included. More time may be needed.
Date:
August 7, 2010 Grade/Class/Subject: Grade Seven/ Science
Unit/Theme: How to do science with bugs
Standards: Use the inquiry process to form questions based on observations, comparing and
contrasting, making inferences using precautionary procedures with insects (critters) and
“lenses” recording information to establish a hypothesis [S1C1-4, S2C1-2]; The cell theory [as it
relates to S 3 Science in Personal and Social relationships, and Strand 4] gives understanding of
life and [Concept 3, PO2-4] the relationship of man to the world of arthropods, arachnids and
insects, values and responsibilities. Use of detailed AZ Standards posted and in portfolio.
Content Objectives:
1. Students will research bugs, observing to study, describe, drawing and/or explaining
parts of bugs and critters, compare and discovering differences in insects, critters and
self, categorizing as researched.
2. Students will be able to talk about the environment of bugs and how they interact with
people and survive in ecosystems. Biosphere 1, 2 and 3 (mini-biospheres)
3. Students will be asking questions to make a hypothesis about the relationship of man and
bugs/critters comparing and contrasting to argue risk/reward issues regarding survival.
Language Objectives:
1. Students will listen actively to acquire knowledge, language vocabulary and use in relevant
context, both social and academic uses.
2. And analyze text for expression, enjoyment and response to other related content areas.
3. Students will repeat terms, express thinking and ideas orally, and in a variety of writing
genres. (Log in, notes, “Life of a Bug” Report) “The story of a bug named __________.”
Key Vocabulary
Supplementary Materials
Scientia, science scientific inquiry, knowledge
{gnowsis} insect, arachnid, thorax, gastropod, Day 1 Sheet:“Goals, plans, hopes, and
LESSON PLANS TO TEACH DECODING
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cooperate collaborate
story,” portfolio, spiral binder (Log in), DNA,
scientific inquiry hypothesis scientific theory texts fingerprints, eyes, nose, etc.
scientific law observing
quantitative observation qualitative
Days 2-7 Insects in bags, worms, snakes,
observation inferring predicting classifying
horses, and/or other critters,
making models skepticism
lenses/magnifying glasses, paper for log in,
insect complete metamorphosis pupa
clans, other info,
gradual metamorphosis nymph thorax
computers, internet access
parasite host free-living organism
video clips, flip charts, card stock, PPT,
scavenger anus closed circulatory system
Review & reinforcement sheets, enrich,
Curiosity, Honesty, Open-Mindedness and
rubrics, tests (Multiple choice, fill in, essay,
Skepticism, Creativity
et al.)
See attached terms and concepts for a daily use.
SIOP Features
Preparation
Scaffolding
Grouping Options
_X_ Adaptation of content
_X_ Modeling
_X__ Whole class
_X__ Links to background
_X__ Guided practice
_X__ Small groups
_X__ Links to past learning
_X__ Independent practice
_X__ Partners
_X_ Strategies incorporated
_X__ Comprehensible input
_X__ Independent
Integration of
Processes
Application
Assessment
_X__ Reading
_X__ Hands-on
_X__ Individual
_X__ Writing
_X__ Meaningful
_X__ Group
_X__ Speaking
_X__ Linked to objectives
_X__ Written
_X__ Listening
_X__ Promotes engagement
_X__ Oral
Lesson Sequence:
Students log in on entering classroom {Procedure}
Lesson One: Bio—Values, you and me. Introductions, names, tribes, clans, interests, hopes,
dreams, goals, etc. [Teacher modeling—review of Part One for newcomers] “Who are we?
“Who are we? Part 2” Descendants of BUGS, other critters, gastropods—one footed
walking stomachs? Slime from the seas? Or monkeys in the trees? Eyes, ears, brain.
LESSON PLANS TO TEACH DECODING
Fingerprints & DNA! WONDERS of unique YOU! [Application and conclusion]
Key vocabulary and concepts on board or wall c projector and in portfolio, on wall chart and
index cards for review.
1.
2.
3.
4.
Key terms and concepts: log in what you are seeing, discussion Big “?” on board
Intro—teacher directed “Posing” question— Review of Part One-“Introductions”
What’s in the land aquarium? In your bag? “Getters” – observe critters/bugs
Teacher oversees process of observing, dialog and logging information, assessing,
especially ELL needs.
5. Use of terms and concepts observed and encouraged
through whole lesson—a minimum of fifteen minutes will focus on
etymology of Greek and Latin roots using strategies referred to above.
(Reading = #9)
6. Groups agree or not, on what they are seeing, based on what they know about
critters, insects.
7. Observations (in break out session) may include:
a. Identifying parts of snail, insects/critters, relating them to what they know of
human organs/characteristics as nose, eyes, feet, stomach, etc., trail of
slime—what is it, what it does to paper, how individual snails move [races]
measuring speed, timing distance—and using terms for understanding,
clarifying and practice
b. Making inferences on digestive system, composition and design of shell,
possible value of snail [escargot]. May include place in food chain and other
purposes.
c. Compare and contrast: plants/bugs/critters and people {Cell theory}
d. Developing hypothesis—(Begin and revise to final lesson—day 7)
8. Break-out groups include teams a) lenses and critter recording observations
and discussion of key terms, and teams b) internet research, meanings and info,
to ID critters, insects, ants, spiders, gastropods, worms, ticks,
9. Key terms Research on computers—groups [or projector] are researched,
discussed, and parts of snail identified for student log. Additional and practice in
reading texts will form research on internet and resource books encouraged for
follow-up www.Pearsonsuccessnet.net
10. Getters return snails to aquarium before dismissal. Assure residue slime is
antiseptically cleaned and handlers have hands well washed before class
concludes [Lab safety agreement].
11. Application: Dialog on “Who are we? Part 2” Consider human eyeball and
function of the brain. Science asks questions: Are we descendants of
gastropods—one footed walking stomachs? Or amazing, awesome, unique
creatures designed distinct from all animal life for a specific purpose?
12. Home-work: Story of the life of a bug, critter, or gastropod; Review and
reinforcement Hahmwork sheets with summary of lesson; Enrich,
Assessment/Review:
Based on student science log and participation in activities.
Feedback gaining oral response and info through activities and written log.
Home-work essay. Written work = Review and reinforcement, tests, enrich
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LESSON PLANS TO TEACH DECODING
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Collaborative projects—word wall and index card file.
Reflection: This lesson plan will be introducing new students thisThursday for the first week
of school. Lesson sequence will be repeated or make modifications daily to line up with
terms new and concepts attached. With monsoons bringing daily rain the yard should be
developing snails around our house and at the TRS dormitory. Other lab pets and critters
may also be used for lab portion of class, i.e., the break out sessions with small groups.
Assessments were not given the attention in the first lesson plan and practicum that they are
given in the redesigned LP. Formative assessing will be redesigning the lesson, so that even
though the sequence includes a similar outline, the content material will vary, but still allow
for review to assess, evaluate and continue building. Students will be involved in building
their ILLPs on a regular basis, to assure understanding of content and to progress in language
acquisition. Results will adjust to meet objectives with strategies and communication with
parents, teacher and all involved while continuing to build their portfolio and prepare for
science fair project.
1. WHO are we and what is science—?
 Teacher introduces himself, the first day, with self-disclosure on what is asked
of students on sheet for students to fill out identifying statistics, B/D, tribe,
clan, likes, dislikes, goals, hopes, dreams, favorite…, etc.
 Review of rules, procedures, tools, etc. casual time for break out groups to
discover info, sharing.
 Teacher’s goal to helps students achieve their goals. Work together =
cooperation and collaboration (terms)
 Introduction of AZ Standards.
 What is science—terms and meaning?
Links may be accessible (to text book) with phone call to PrenticeHall @ link
(Prentice Hall Science Explorer [PH Science Explorer], 2007)
2. WHO are we and what is science—terms and meaning
Introduction to doing science—with bugs.
 What skills do scientist use to learn about the world?
 What attitudes are important in science?
 observing
 quantitative observation
 qualitative observation
 inferring
 predicting
 classifying
 making models
 science
 skepticism
3. What is scientific inquiry applied to insect world? Terms and scientific skills, attitudes
and inquiry
LESSON PLANS TO TEACH DECODING



10
What is scientific inquiry?
What makes a hypothesis testable?
How do scientific theories differ from scientific laws?

scientific inquiry
 hypothesis
 variable
 manipulated variable
 responding variable
 controlled experiment
 operational definition
 data
 communicating
 scientific theory
 scientific law
Scientific Attitudes
1. Curiosity
2. Honesty
3. Open-Minded Skepticism and Skeptical Open-Mindedness
4. Creativity
4. What is home, safety, security? Ecosystems for humans and critters and bugs
 What energy roles do organisms play in an ecosystem? derived derived from the
Greek word oikos, οἶκος (a dwelling or home) Cp. Ecology, habitat, biome – bios,
Greek for life, ome = home) sustema, σύστημα sun = with, stama = put, put
together—system is something put together/to work or fit together.
 How does energy move through an ecosystem?
 How much energy is available at each level of an energy pyramid?
 producer (pro = in front , duce = lead (el duce = the leader,
relating to affixes mean? overproduce, reproduce, underproduce,
produced, producing
 consumer (derived from the Latin word consumere (burn up,
destroy, kill; devour, swallow up, consume---derived from the
Latin word sumere (accept; begin; suppose; take up; begin;
suppose))
 herbivore (terms as this scaffolding from “herb” and “voracious”
 carnivore (or “carnal, fleshly, flesh, carnival” and “voracious”
derived from the Classical Latin word vorare (to devour; swallow,
devour) suffix –ous = from Latin suffix -osus
 omnivore (omnipotent = all powerful, omniscient = all knowing,
omnipresent = present everywhere)
 scavenger Anglo-Norm term
 decomposer (composer = putting notes together for music + de =
down or away from; worm/maggot decompose plant/animal life Latin)
 food chain picture of chains and webs relating to ecosystem
 food web
 energy pyramid (en-ergos = in – work or work (effort) inside Gk)
pyramid derived from the Greek word puramis, πυραμίς (pyramid)
 competitive ( com = cum /Latin with/together compare with repetitive re- back/again Derivations Classical Latin word petere (to
seek; attack; aim at; desire)
Information regarding terms above MyEtymology, 2010) and OnlineEtymologyDictionary.
(2010). And from personal Greek and Latin training.
5.
How do we catalogue knowledge? Arthropods and snails and slime from the sea
 What are the four major groups of arthropods and what are their characteristics?
 How do crustaceans, arachnids, and centipedes and millpedes differ?
LESSON PLANS TO TEACH DECODING








6.
arthropod
molting
crustacean
arachnid
exoskeleton
antenna
metamorphosis
abdomen
What do you want to be when you morph-- “grow up”? Insects/sections in—bugs morphing to adapt, while people morph
physically to grow up and mentally to achieve and succeed. Other ways?
 What are the main characteristics of insects?
 What is one way insects are adapted to obtain particular types of food?
 What are two types of metamorphosis that insects undergo?
 insect
 complete metamorphosis
 pupa
 gradual metamorphosis
 nymph
 thorax

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LESSON PLANS TO TEACH DECODING
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References
Arizona Department of Education. (April 28, 2010). Accountability office of english language
acquisition services. Retrieved July 2, 2010, from http://www.ade.state.az.us/
Prentice Hall Science Explorer. (2007). Animals Retrieved from
http://www.pearsonsuccessnet.com
MyEtymology. (2010). Retrieved from http://www.myetymology.com/
OnlineEtymologyDictionary. (2010). Retrieved from http://www.etymonline.com/
Criteria
Achievement Level
Unsatisfactory
Content/Resource 0 points
Requirements Content is
Contextual
Concepts
Research
Less Than
Satisfactory
Satisfactory
Good
Excellent
2.93 points
3.38 points
3.83 points
4.5 points
Content lacks
Content is
Content is
Content is comprehensive, accurate, and
incomplete or comprehensiveness, comprehensive, comprehensive, persuasive; definitions are clearly stated. Four
omits some
accuracy, or
accurate and accurate, and lesson plans are fully developed to include the
requirements
persuasiveness.
definitions are persuasive;
four decoding strategies designated: Greek/Latin
stated in the
Four lesson plans clearly stated. definitions are words, Affixes, Phonics, and Syllabication. Each
assignment’s
were created to
Four lesson
clearly stated. was fully conceptualized, creative, and
criteria. Lesson include the four
plans are
Four lesson
challenged students to higher-level thinking.
plan
decoding strategies developed to plans are fully
submissions
designated:
include the four developed to
were not
Greek/Latin words, decoding
include the four
complete.
Affixes, Phonics,
strategies
decoding
and Syllabication; designated:
strategies
however, one of
Greek/Latin
designated:
more of those
words, Affixes, Greek/Latin
lessons lacked
Phonics, and words, Affixes,
development,
Syllabication. Phonics, and
creativity, or focus. Each was well- Syllabication.
designed and Each was welloffered
designed,
thoughtful
offered
objectives.
thoughtful
objectives, and
was creative in
its intent.
0 points
1.63 points
1.88 points
2.13 points
2.5 points
Main conceptual Main conceptual
Major
Major
Major conceptual issues were addressed in the
issues were not issues were not
conceptual
conceptual
creation of the lesson plans. At least two
identified in the clearly identified in issues were
issues were
pedagogically solid strategies to decode words
creation of the the creation of the addressed in addressed in and transition to writing were created, identified,
lesson plans.
lesson plans.
the creation of the creation of and critically discussed.
Pedagogical
Pedagogical
the lesson
the lesson
strategies were strategies were
plans. At least plans. At least
not included.
incomplete or
two
two
underdeveloped.
pedagogically pedagogically
solid strategies solid strategies
to decode
to decode
words and
words and
transition to
transition to
writing were
writing were
created as part created and
of the lesson- discussed as
plan design.
part of the
lesson-plan
design.
0 points
0.65 points
0.75 points
0.85 points
1 points
No outside
Few outside sources Research is
Research is
Research is supportive of the concepts
sources were
were used to
adequate.
timely and
presented. Sources are distinctive. Addresses all
used to support support the
Sources are
relevant, and of the issues stated in the assignment criteria.
the assignment. assignment. Limited standard in
addresses all of
research is
relevance,
the issues
apparent.
quality of
stated in the
LESSON PLANS TO TEACH DECODING
13
outside
assignment
sources, and/or criteria.
timeliness.
0.33 points
0.38 points
0.43 points
0.5 points
Presentation 0 points
The piece is not The work is not neat The overall
The
The work is well presented and includes all
neat or
and includes minor appearance is presentation is required elements. The overall appearance is
organized, and it flaws or omissions general, and
good. The
neat and professional.
does not include of required
major elements overall
all required
elements.
are missing.
appearance is
elements.
Your reference generally neat,
page is
with a few
suppose to
minor flaws or
come after your missing
entire
elements.
assignment.
0.33 points
0.38 points
0.43 points
0.5 points
Appropriateness 0 points
There is no
Student selection of Student selects Student selects Student shows a deep understanding of the
evidence that
a tool, technique, or a tool,
an effective
audience and the situation by selecting material
the student has paradigm does not technique, or tool, technique, that enhances understanding. Student creates
selected an
relate to the project paradigm that or paradigm to tools, techniques, or paradigms that effectively
effective tool,
or course goal.
achieves a
achieve the
achieve the desired goal.
technique, or
Student selects
basic
desired goal as
paradigm to
materials (photos, representation defined in the
achieve the goal sound files, video
as defined in project or
as defined in the clips, apparel,
the project or course
project or
illustrations, etc.)
course
guideline.
course
that are not
guideline.
Student selects
guideline.
appropriate for the Student selects materials
Materials
audience and the
materials
(photos, sound
(photo, sound situation and are
(photos, sound files, video
files, video clips, inadequately
files, video
clips, apparel,
apparel,
developed.
clips, apparel, illustrations,
illustrations,
illustrations,
etc.) that are
etc.) are
etc.) that are
appropriate for
missing.
appropriate for the audience
the audience and the
and the
situation.
situation but
some of the
development of
the material is
inadequate.
0.65 points
0.75 points
0.85 points
1 points
Mechanics of 0 points
Surface errors Frequent and
Some
Prose is largely The writer is clearly in command of standard,
Writing
are pervasive repetitive
mechanical
free of
written academic English.
(includes
enough that
mechanical errors errors or typos mechanical
spelling,
distract the reader. are present, but errors, although
punctuation, they impede
grammar, and communication Inconsistencies in are not overly a few may be
language choice
distracting to present. The
language use) of meaning.
Inappropriate
(register) and/or
the reader.
writer uses a
word choice
word choice are
Audiencevariety of
and/or sentence present.
appropriate
sentence
construction are
language is
structures and
employed.
employed.
effective figures
of speech.
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LESSON PLANS TO TEACH DECODING
Lesson Plan—2
M. Hunter LP for Phonics
Class: SRA Reading
Unit: Decoding C Lessons 1-5 for the week
Teacher: Martin Hahm
Objectives Complete Lesson 1 with workbook and blackline masters for homework
Standards Stand 1, Concepts 1-6
Using understanding of print concepts continue to develop phonemic awareness to identify
and manipulate sounds of speech, to use phonics to decode words
by understanding phonemes, morphemes, syllabication and word parts.
Acquire and use new vocabulary while practicing to develop fluency,
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LESSON PLANS TO TEACH DECODING
15
and employing strategies to comprehend text.
Anticipatory Set A BIG step forward in learning is a GIANT step forward to succeeding in life.
Teaching: Input Use materials provided for SRA Decoding C
Teaching: Modeling Practice and rehearse for good pace and completing Lesson 1
effectively with students.
Teaching: Checking for Understanding Use scripted questions. Bloom's Taxonomy
of Educational Objectives may be reviewed and compared.
Guided Practice Monitor reading checking also partner reading working toward mastery.
Closure Comment on positives for lesson, noting specific challenges met.
Assure all scoring in workbooks complete.
Independent Practice Assure workbooks completed and scoring noted.
Add individual scores to portfolio to be sent to next class [Reading/Language Arts] .
Materials Reading tests and workbooks. Blackline masters for homework.
Duration Forty-five minutes anticipated
.
Lesson Plan—3
Literacy element: Syllabication
Grade/Class/Subject:
Grade 8th Grade Science
PH Text: Building Blocks Ch.4.4 Review CH3-4
Date: 8-4-10 Want links to see and learn?—e-mail me: xlmini@aim.com
Unit Title/Theme: How groups / families and periods work together Why are elements sometimes
called the building blocks of matter? How did atomic theory develop and change? How is the reactivity of
elements related to valence electrons in atoms? What does the periodic table tell you about atoms and the
properties of elements?
AZ Standards: Strands1C1-4 Inquiry Process 5 S5C1 Properties and changes of properties in matter
Key Vocabulary matter element compound mixture
atom scientific theory model electrons nucleus protons
energy level neutrons valence electrons electron dot
diagram chemical bond symbol atomic number period
group family noble gas halogen alkali metal
Content Objective(s): Students will research
models of atoms as concepts developed.
Language Objective(s): Students will investigate
etymology of key terms and concepts to write,
LESSON PLANS TO TEACH DECODING
16
hear, speak and explain them with emphasis on syllabication.
Supplementary Materials LZ Alien Periodic Table Paper, pens and pencils, colored pencils, flowers,
onions, seeds, fish, rocks plants
SIOP® Features
* Preparation
* Scaffolding
* Grouping Options
_X__ Adaptation of Content
_X_ Modeling
_X_ Whole class
_X_ Links to Background
_X__ Guided practice
_X_ Small groups
_X_ Links to Past Learning
__X_ Independent practice
_X__ Partners
_X_ Strategies incorporated
__X_ Comprehensible input
_X_ Independent
* Integration of Processes
* Application
* Assessment
_X_ Reading
_X_ Hands-on
_X__ Individual
_X_ Writing
_X_ Meaningful
_x_ Group
_X_ Speaking
_X_ Linked to objectives
_X_ Written
_X_ Listening
_X_ Promotes engagement
_X_ Oral
Lesson Sequence: Students Log in—Info on board and/or screen
PLUS ONE QUESTION Procedure
1. Explanation of Bio M: Seasons T: Fish W: Onion T: Flowers (Bio is a Life Lesson Intro
relating to day’s focus)
2. AZ Standard[s]—Print / project for information Correlate objectives for student setting personal
strategies to achieve
3. Lesson—projection, reading & video
 Pretests Oral and written—vocabulary syllabication of terms identified.
 Review for scaffolding on prior knowledge.
 Individual, partner and group formative assessing
4. Class study time—Computer Assignments or Group CLC (Collaborative Projects) Activities
 GRS=Guide to Reading and Study [WB] Assessing comprehension
 R&R = Review and Reinforcement “H-work” + Enrich + Test 3Q
5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s]
6. Summarize / review lesson and AZ Standards.
7. Store materials and portfolios; home-work
LESSON PLANS TO TEACH DECODING
17
ELL Strategies to be addressed in LPs

Graphic
organizers

Picture Clues

Manipulatives

Thematic units

Culture references and aps

Reading to
students

Tactile activities

Labeling by English & non-English

Oral reading

Singing
Dibels

Modeling
Story mapping
Per tutors
Game playing—{Jeopardy}
Semantics

Poetry—rhyming, rapping—acting out
plays

Computers
Syllabication will note blending, chunking small words with syllable divisions.
mat-ter e-le-ment com-pound mix-ture a-tom (no-cut) sci-en-ti-fic the-o-ry mo-del e-lec-trons nucle-us pro-tons en-er-gy le-vel neu-trons va-lence e-lec-trons electron dot dia-gram che-mi-cal bond
sym-bol a-to-mic num-ber per-i-od group fa-mi-ly no-ble gas ha-lo-gen al-ka-li me-tal
ACCESS ON-line PH Text: www.pearsonsuccessnet.net [ID=TA__SUB—pw = science]
Self eval/notes/reflections:
Lesson Plan—4
Literacy element: Affixes
Grade/Class/Subject: Grade 6th & 7th Grade Science
Date: 8-3—8-2010 Want links—e-mail me: xlmini@aim.com
Unit Title/Theme: What season is it? How does Earth move in space? What causes the cycle of seasons on
Earth? What determines the strength of the force of gravity between two objects?
What two factors combine to keep the moon and Earth in orbit?
AZ Standards: Strand 3 Social Perspectives Concepts 1&2; G7Strand 6, Concept 1 Structure of the Earth C2
Processes & Systems
Content Objective(s): Students will research how object move in space and how we are affected on earth.
Language Objective(s): Students will investigate etymology of key terms and concepts to write, hear, speak
and explain them with attention to affixes, the meanings and/or the way suffixes or affixes affect meaning and
spelling considerations related to morphemes.
Key Vocabulary
Key Terms: astro-nom-y axis rota-tion revolu-tion
orb-it calendar sol-stice e-quin-ox force gravit-y
law of uni-vers-al grav-ita-tion mass weight in-ert-ia
Newton’s first law of mo-tion
LESSON PLANS TO TEACH DECODING
*
18
Supplementary Materials
books
flashlight paper pencil protractor toothpick
acetate sheet with thick grid lines drawn on it
plastic foam ball marked with poles and equator
SIOP® Features
Preparation
* Scaffolding
* Grouping Options
_X__ Adaptation of Content
_X_ Modeling
_X_ Whole class
___ Links to Background
_X__ Guided practice
____ Small groups
_X_ Links to Past Learning
___ Independent practice
_X_ Partners
___ Strategies incorporated
___ Comprehensible input
___ Independent
* Integration of Processes
* Application
* Assessment
_X_ Reading
_X_ Hands-on
_X__ Individual
_X_ Writing
_X_ Meaningful
_x_ Group
_X_ Speaking
_X_ Linked to objectives
_X_ Written
_X_ Listening
_X_ Promotes engagement
_X_ Oral
LESSON PLANS TO TEACH DECODING
19
Lesson Sequence: Students Log in—Info on board and/or screen PLUS ONE QUESTION
1. Explanation of Bio M: Seasons T: Fish W: Onion T: Flowers
2. AZ Standard[s]—Print / project for information
3. Lesson—projection, reading & video
 Pretests if needed—oral and quizzes
 Review for scaffolding—
 Testing based on prior or related knowledge
4. Class study time- GRS=Guide to Reading and Study [WB]
 R&R = Review and Reinforcement “H-work” + Enrich + Test 3Q
5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s]
6. Summarize / review lesson and AZ Standards.
7. Store materials and portfolios; home-work
ELL Strategies to be addressed in LPs

Graphic
organizers

Picture Clues

Manipulatives

Thematic units

Culture references and aps

Reading to
students

Tactile activities

Labeling by English & non-English

Oral reading

Singing

Semantics
Dibels

Modeling

Poetry—rhyming, rapping—acting out
plays
Story mapping

Per tutors

Computers
Game playing—{Jeopardy}
Self eval/notes/ reflections: Use of Marvin Marshall’s hierarchy, Canters 3 cycle; add Moorish and Charles